2.  Based on national Response to Intervention  Evolved from 2004 reauthorization of the federal Individuals with Disabilities Education Act (IDEA)  Instruction not Intervention to focus on core instruction and student achievement  All students, not just those struggling

3.  Systematic analysis of a student’s behavior or academic progress  Planned systematic set of interventions or enrichment strategies  Monitored and evaluated to determine effectiveness  http://dpi.state.nc.us/curriculum/responsiv eness/ http://dpi.state.nc.us/curriculum/responsiv eness/

4.  State governed  Each LEA develops a three year plan  Criteria for identification  Acceleration, enrichment, and extension  All teachers

5.  Universal Design for Learning  Recognition ways we gather facts categorize information  Strategic how we plan and perform tasks How we communicate what we know  Affective Feeling excited or challenged

6. AccommodationModification  A change that helps a student compensate for or overcome the disability  Access the curriculum without changing the actual standard  For example: dictating answers instead of writing them  A change in what is being taught to or expected from the student  For example: making the reading assignment easier or shortening an assignment

7.  Provide Multiple Means of Representation  Visual or auditory  Printed  Multiple means aids learning  Provide Multiple Means of Action and Expression  How students express their knowledge  Provide Multiple Means of Engagement  Work alone or in groups

8.  Use visual aids  Used colored print to emphasize important ideas  Incorporate tactile or “hands on” demonstrations whenever possible.  Provide an overview of the content at the beginning of the lesson  Introduce new vocabulary before the lesson  Identify the main steps or key components of the information

9.  Give students a summary of important questions to be answered  Keep students involved – encourage questions, have students repeat important questions, break up the lecture with small activities, “Think, Pair, Share”  Repeat, use other words, and summarize all important points

10.  Provide a study buddy to take notes that can be duplicated  Whenever possible, use: pictures, written words, charts/diagrams and graphic organizers  Provide help for note-taking by giving students: a copy of notes, partial notes to be completed, outlines, diagram

11.  Highlight important ideas and tell students to read them first  Give students a study guide to follow when they must read by themselves  Provide a study guide with key terms omitted for the student to complete  Have a learning buddy read aloud  Provide books and other instructional materials in Braille or embossed format

12.  Provide an optical enhancer or magnifier  Provide an overview of the content at the beginning of the lesson  Introduce new vocabulary before the lesson  Give students a summary of important questions to be answered.

13.  Break long assignments into parts; use a checklist outlining separate due dates for each part  Have students mark assignments and due dates on a calendar or agenda;  Strategically reduce the total amount of work: select tasks or items that are needed to accomplish all of the learning objectives  Let students use resource and instructional materials outside of class

14.  Give partial credit for late assignments or incomplete work until students are able to complete the work  Give assignments ahead of time  Allow additional time for class work and tests  Use a quiet location for testing  Provide extended time for testing or allow breaks during tests

15.  Allow students to use the following assistive devices for calculations: calculator, number chart, arithmetic table, manipulatives, abacus  Utilize calculators with large keys or voice output for students with visual impairments  Allow the use of scratch paper for students to work out problems during tests  Provide graph paper to help students keep columnar calculations straight

16.  Use manipulatives and “hands on” activities when teaching new concepts and skills  Have students incorporate visual representations whenever possible (ex. Maps, symbols, number lines)  Provide modeling and guided practice before independent practice  Provide frequent feedback to students during independent practice

17.  Highlight important ideas and tell students to read them first  Give students a study guide to follow when they must read by themselves  Provide a study guide with key terms omitted for the student to complete  Have a learning buddy read aloud  Provide books and other instructional materials in Braille or embossed format

18.  Provide an optical enhancer or magnifier  Provide an overview of the content at the beginning of the lesson  Introduce new vocabulary before the lesson  Give students a summary of important questions to be answered

19.  Allow students to use a word processor or laptop  Let students dictate their work instead of writing it  Provide adaptive devices such as: pencil grips, special pen or pencil holders, raised or color-coded lines  Incorporate the use of resources such as: thesaurus, spelling dictionary, word processing software that anticipates what students are trying to write

20.  Grade content and mechanics separately in written assignments  Grade for a limited, targeted number of skills or concepts that are known to the student  Review a rubric for grading prior to the writing assignment  Give students opportunities to correct spelling and grammar errors